Kindergarten Math
Pacing Guide and Unpacked Standards
Developed by: Jennifer Maille, GMLSD School Improvement Coordinator
Natalie Lewellen, GMLSD School Improvement Coordinator Natalie, Blake, GMLSD School Improvement Coordinator
Kerri Lloyd, GMLSD School Improvement Coordinator John Brown, GMLSD School Improvement Coordinator
Sheryl Hernandez, GMLSD School Improvement Coordinator
Carri Meek, School Improvement Specialist, Instructional Growth Seminars and Support
Garilee Ogden, GMLSD Director of Curriculum, Instruction and Professional Development
Resources: School District U-46, of Chicago, IL, The Ohio Department of Education, Columbus City Schools, Common Core Institute and North Carolina Department of Public Instruction.
We would like to thank the teachers of GMLSD that provided feedback and support.
Groveport Madison Math Pacing Guide – Grade K
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
K Counting & Cardinality Operations & Algebraic
Thinking
Number & Operations
in Base Ten
Measurement & Data Geometry Standards for Mathematical
Practice
1st 9 wks
K.CC.2 Count forward within 100 from a given number other than 1 K.CC.3 Write numerals & represent numbers from 0 to 20 K.CC.4 (a,b,c) Understand relationship of numbers & quantities using a variety of objects K.CC.5 Count to answer “how many?” up to 20
K.OA.3 Decompose numbers & record compositions in multiple ways for number pairs up to 10
K.MD.3 Classify objects into given categories by count (equal to or less than 10); coins limited to pennies
MP.1 Make sense of problems and persevere in solving them MP.2 Reason abstractly and quantitatively MP.3 Construct viable arguments and critique the reasoning of others MP.4 Model with mathematics
MP.5 Use
appropriate tools strategically
MP.6 Attend to precision MP.7 Look for and make use of structure
MP.8 Look for and express regularity in repeated reasoning
2nd 9 wks
K.CC.4 (c) Understand that each successive number is one larger K.CC.6 Orally identify if one group of objects is greater/less than or the same as another group (up to 10) K.CC.7 Compare two written numerals up to 10
K.MD.1 Identify & describe measurable attributes of an object using vocabulary K.MD.2 Compare two objects using a measurable attribute in common & describe the difference K.MD.3 Classify objects into given categories by count (equal to or less than 10); coins limited to pennies
K.G.1 Describe objects in the environment using shape names & describe relative positions K.G.2 Correctly name shapes K.G.3 Identify 2-D & 3-D shapes K.G.4 Describe & compare 2- & 3-D shapes
Groveport Madison Math Pacing Guide – Grade K
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
K Counting & Cardinality Operations & Algebraic
Thinking
Number & Operations
in Base Ten
Measurement & Data Geometry Standards for Mathematical
Practice
3rd 9 wks
K.OA.1 Represent addition & subtraction with objects, fingers, etc. K.OA.2 Solve addition & subtraction problems within 10 using objects and drawing K.OA.3 Decompose numbers & record compositions in multiple ways for number pairs up to 10 K.OA.4 For any number 1 to 9, find the number that makes 10 K.OA.5 Fluently add and subtract within 5
MP.1 Make sense of problems and persevere in solving them MP.2 Reason abstractly and quantitatively MP.3 Construct viable arguments and critique the reasoning of others MP.4 Model with mathematics
MP.5 Use
appropriate tools strategically
MP.6 Attend to precision MP.7 Look for and make use of structure
MP.8 Look for and express regularity in repeated reasoning
4th 9 wks
K.CC.1 Count to 100 by tens & ones K.CC.2 Count forward within 100 from a given number other than 1 K.CC.3 Write numerals & represent numbers from 0 to 20 K.CC.4 (a,b,c) Understand relationship of numbers & quantities using a variety of objects K.CC.6 Orally identify if one group of objects is greater/less than another group (up to 10)
K.NBT.1C Compose & decompose numbers from 11 to 19 into a group of 10 & further ones using drawings, objects & equations
K.G.4 Describe & compare 2- & 3-D shapes K.G.5 Model shapes by building them from simple materials & by drawing K.G.6 Combine simple shapes to form larger shapes
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Ohio’s Learning Standards-Clear Learning Targets
Math, Kindergarten
Count to 100 by ones and by tens.
K.CC.1 Common Misconceptions
Some students might not see zero as a
number. Ask students to write 0 and
say zero to represent the number of
items left when all items have been
taken away. Avoid using the word none
to represent this situation.
Vocabulary
Count
Number
Five 5
Four 4
Three 3
Two 2
One 1
Zero 0
Essential Question(s)
How high can I count?
Essential Skills
I can count verbally to 100 starting at zero.
I can count verbally to 100 by tens.
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Ohio Department of Education Model Curriculum Instructional Strategies and Resources
Students view counting as a mechanism used to land on a number. Young students mimic counting often with initial lack of purpose or meaning. Coordinating the number words, touching or moving objects in a one-to-one correspondence may be little more than a matching activity. However, saying number words as a chant or a rote procedure plays a part in students constructing meaning for the conceptual idea of counting. They will learn how to count before they understand cardinality, i.e. that the last count word is the amount of the set.
http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Kindergarten_Math_Model_Curriculum_March2015.pdf.aspx
(Prior Grade Standard)
N/A
(Future Grade Standard)
N/A
Examples
Questions
"1, 2, 3, 4, . . . "
Ask students to count to 100 by ones.
"10, 20, 30, 40, . . ."
Ask students to count to 100 by tens.
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Ohio’s Learning Standards-Clear Learning Targets
Math, Kindergarten
Common Misconceptions
Some students might not see zero as a
number. Ask students to write 0 and
say zero to represent the number of
items left when all items have been
taken away. Avoid using the word none
to represent this situation.
Vocabulary
Count
Number
Ten 10
Nine 9
Eight 8
Seven 7
Six 6
Essential Question(s)
Where can I start counting from?
Essential Skills
I can count forward starting at any number that is given to me from 1 to 100 (other than 1).
Count forward within 100 beginning from any
given number other than 1. K.CC.2
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Ohio Department of Education Model Curriculum Instructional Strategies and Resources
Counting on or counting from a given number conflicts with the learned strategy of counting from the beginning. In order to be successful in counting on, students must understand cardinality. Students often merge or separate two groups of objects and then re-count from the beginning to determine the final number of objects represented. For these students, counting is still a rote skill or the benefits of counting on have not been realized. Games that require students to add on to a previous count to reach a goal number encourage developing this concept. Frequent and brief opportunities utilizing counting on and counting back are recommended. These concepts emerge over time and cannot be forced.
http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Kindergarten_Math_Model_Curriculum_March2015.pdf.aspx
(Prior Grade Standard)
N/A
(Future Grade Standard)
N/A
Example
When given a random 2 digit number, they can count for at least 10 more.
Question
Generate a random number with a pair of dice and have the student start counting from that number on.
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Ohio’s Learning Standards-Clear Learning Targets
Math, Kindergarten
Common Misconceptions
Some students might not see zero as a
number. Ask students to write 0 and
say zero to represent the number of
items left when all items have been
taken away. Avoid using the word none
to represent this situation.
Vocabulary
Eleven 11
Twelve 12
Thirteen 13
Fourteen 14
Fifteen 15
Sixteen 16
Seventeen 17
Eighteen 18
Nineteen 19
Twenty 20
Show
Explain
Represent
Essential Question(s)
How can I write how many objects there are?
Essential Skills
I can write the numbers from 1 to 20.
I can write the number that names how many objects are in the group to 20.
I can show/explain what a group of zero looks like.
Write numerals from 0 to 20. Represent a number
of objects with a written numeral 0-20 (with 0
representing a count of no objects). K.CC.3
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Examples Questions
Write the numbers from 1-20.
is 4.
Explain why this group has zero
"A group of zero has no objects." blocks.
Ohio Department of Education Model Curriculum Instructional Strategies and Resources
Like counting to 100 by either ones or tens, writing numbers from 0 to 20 is a rote process. Initially, students mimic the actual formation of the written numerals while also assigning it a name. Over time, children create the understanding that number symbols signify the meaning of counting. Numerals are used to communicate across cultures and through time a certain meaning. Numbers have meaning when children can see mental images of the number symbols and use those images with which to think. Practice count words and written numerals paired with pictures, representations of objects, and objects that represent quantities within the context of life experiences for kindergarteners. For example, dot cards, dominoes and number cubes all create different mental images for relating quantity to number words and numerals. One way students can learn the left to right orientation of numbers is to use a finger to write numbers in air (sky writing). Children will see mathematics as something that is alive and that they are involved. Students should study and write numbers 0 to 20 in this order: numbers 1 to 9, the number 0, then numbers 10 to 20.
They need to know that 0 is the number items left after all items in a set are taken away. Do not accept “none” as the answer to “How many items are left?” for
this situation.
http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Kindergarten_Math_Model_Curriculum_March2015.pdf.aspx
(Prior Grade Standard)
N/A
1.NBT.1 (Future Grade Standard)
Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Ohio’s Learning Standards-Clear Learning Targets Math, Kindergarten
Common Misconceptions
Some students might think that the
count word used to tag an item is
permanently connected to that item. So
when the item is used again for
counting and should be tagged with a
different count word, the student uses
the original count word. For example, a
student counts four geometric figures:
triangle, square, circle and rectangle
with the count words: one, two, three,
four. If these items are rearranged as
rectangle, triangle, circle and square
and counted, the student says these
count words: four, one, three, two.
Vocabulary
Ordinal Number
Count
Zero 0
One 1
Two 2
Three 3
Four 4
Five 5
Count
Name
Find
Essential Question(s)
How do I know how many objects there are?
Essential Skills Match each object with one and only one number name and each number with one and only one object. Say the number names in order while matching each object with a number when counting objects. Recognize the number of objects is the same regardless of their arrangement or the order in which they were counted. Realize that the last number name said tells the number of objects counted. Generalize that each successive number name refers to a quantity that is one larger.
Understand the relationship between
numbers and quantities; connect counting
to cardinality using a variety of objects
including pennies.
a. When counting objects, establish a one-to-one relationship by saying
the number names in the standard order, pairing each object with one
and only one number name and each number name with one and
only one object.
b. Understand that the last number said tells the number of objects
counted and that the number of objects is the same regardless of the
arrangement or the order in which counted.
c. Understand that each successive number name refers to a quantity
that is one larger.
K.CC.4
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Examples
Ohio Department of Education Model Curriculum Instructional Strategies and Resources
One of the first major concepts in a student’s mathematical development is cardinality. Cardinality, knowing that the number word said tells the quantity you have and that the number you end on when counting represents the entire amount counted. The big idea is that number means amount and, no matter how you arrange and rearrange the items, the amount is the same. Until this concept is developed, counting is merely a routine procedure done when a number is needed. To determine if students have the cardinality rule, listen to their responses when you discuss counting tasks with them. For example, ask, “How many are here?” The student counts correctly and says that there are seven. Then ask, “Are there seven?” Students may count or hesitate if they have not developed cardinality. Students with cardinality may emphasize the last count or explain that there are seven because they counted them. These students can now use counting to find a matching set.
http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Kindergarten_Math_Model_Curriculum_March2015.pdf.aspx
(Prior Grade Standard)
N/A
1.NBT.1 (Future Grade Standard)
Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Ohio’s Learning Standards-Clear Learning Targets
Math, Kindergarten
line, a rectangular array, or a circ
Common Misconceptions
Some students might not see zero as a
number. Ask students to write 0 and
say zero to represent the number of
items left when all items have been
taken away. Avoid using the word none
to represent this situation.
Vocabulary
Count
Number
Five 5
Four 4
Three 3
Two 2
One 1
Zero 0 Essential Question(s)
What does a numeral represent?
Essential Skills
I can count up to 20 objects that have been arranged in a line, rectangular array, or a circle.
I can count as many as 10 items in a scattered configuration.
I can match each object with one and only one number name and each number with one and only one object.
I can conclude that the last number of the counted sequence signifies the quantity of the counted collection.
Given a number from 1-20, I can count that many objects.
K.CC.5
Count to answer “how many?’ questions about
as many as 20 things arranged in a line, a
rectangular array, or a circle, or as many as 10
things in a scattered configuration; given a
number from 1-20, count out that many
objects.
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Examples Questions
When you drop a group of 7 Count this group of counters.
objects on the table, they can How many counters are there? count them and tell you how many.
When you arrange 15 objects in They can count organized counters
5 rows of three, the student can that are "arranged" in groups up to
count them. 20.
"If you tell me to make a group of Given a random number from 1 to
16, I can select counters and make 20, they can assemble that many
that group." counters.
Ohio Department of Education Model Curriculum Instructional Strategies and Resources
Students develop the understanding of counting and cardinality from experience. Almost any activity or game that engages children in counting and comparing quantities, such as board games, will encourage the development of cardinality. Frequent opportunities to use and discuss counting as a means of solving problems relevant to kindergarteners is more beneficial than repeating the same routine day after day. For example, ask students questions that can be answered by counting up to 20 items before they change and as they change locations throughout the school building.
http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Kindergarten_Math_Model_Curriculum_March2015.pdf.aspx
(Prior Grade Standard)
N/A
1.NBT.1 (Future Grade Standard)
Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Ohio’s Learning Standards-Clear Learning Targets
Math, Kindergarten
o
strategies.
Common Misconceptions
Students may look at objects and
focus on their size, arrangement, or
area when making comparisons
between groups.
Vocabulary
Equal To
Greater Than
Less Than
Identify
Compare
Essential Question(s)
How are these groups of objects alike and different?
Essential Skills
I can describe greater than, less than, or equal to.
I can determine whether a group of 10 or fewer objects is greater than, less than, or equal to another group of 10 or fewer objects.
K.CC.6
Orally identify (without using inequality symbols)
whether the number of objects in one group is
greater/more than, less/fewer than, or the same
as the number of objects in another group, not
to exceed 10 objects in each group.
K.CC.3
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Common Core Appendices Support
Include groups with up to ten objects.
Ohio Department of Education Model Curriculum Instructional Strategies and Resources
As children develop meaning for numerals, they also compare these numerals to the quantities represented and their number words. The modeling numbers with manipulatives such as dot cards and five- and ten-frames become tools for such comparisons. Children can look for similarities and differences in these different representations of numbers. They begin to “see” the relationship of one more, one less, two more and two less, thus landing on the concept that successive numbers name quantities where one is larger. In order to encourage this idea, children need discussion and reflection of pairs of numbers from 1 to 10. Activities that utilize anchors of 5 and 10 are helpful in securing understanding of the relationships between numbers. This flexibility with numbers will greatly impact children’s ability to break numbers into parts.
http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Kindergarten_Math_Model_Curriculum_March2015.pdf.aspx
(Prior Grade Standard)
N/A
(Future Grade Standard)
N/A
Examples
"When I see a group of 5 and a group of 7, I can tell you which group is larger (or smaller) by counting or sometimes by just looking at the arrangement."
Question
Compare these two groups and tell me which one is larger or if they’re the same.
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Ohio’s Learning Standards-Clear Learning Targets
Math, Kindergarten
Compare (without using inequality symbols)
two numbers between 0 and 10
presented as written numerals.
Common Misconceptions
Students possibly have
misconceptions about comparing the
numbers between 0 and 10 when
only using written numerals because
the numeral is an abstract
representation of a quantity.
Students must have mastery of the
concrete representations of written
numerals and quantities long before
they would be asked to compare the
written numerals alone.
Vocabulary
More
Less
Greater than
Less than
Compare
Tell
Essential Question(s)
What do I know about these two numbers?
How are these two numbers alike and different?
Essential Skills
I know the quantity of each numeral 0-10.
I can compare written numbers to determine if they are greater than, less than, or equal to each other.
Given two numerals, I can determine which is greater or less than the other.
K.CC.7
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Examples Question
"I know that '7' is larger than '5' Compare two numbers and tell which is
and even better I know it is '2" larger or smaller. Even better, they can
larger." locate them on the number line.
http://www.darke.k12.oh.us/~carl_jones/FOV2-00108031/S01B8C18D.12/Learning%20Targets%20K%20tabloid.pdf
Ohio Department of Education Model Curriculum Instructional Strategies and Resources
Students need to explain their reasoning when they determine whether a number is greater than, less than, or equal to another number. Teachers need to ask probing questions such as “How do you know?” to elicit their thinking. For students, these comparisons increase in difficulty, from greater than to less than to equal. It is easier for students to identify differences than to find similarities.
http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Kindergarten_Math_Model_Curriculum_March2015.pdf.aspx
(Prior Grade Standard)
N/A
1.NBT.3 (Future Grade Standard)
Compare two two-digit numbers based on meanings of the tens and ones
digits, recording the results of comparisons with the symbols >,
=, and <.
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Ohio’s Learning Standards-Clear Learning Targets
Math, Kindergarten
K
Common Misconceptions
Students may over-generalize the
vocabulary in word problems and think
that certain words indicate solution
strategies that must be used to find an
answer. They might think that the word
more always means to add and the
words take away or left always means
to subtract. When students use the
words take away to refer to subtraction
and its symbol, teachers need to
repeat students’ ideas using the words
minus or subtract. For example,
students use addition to solve this
Take from/Start Unknown problem:
Seth took the 8 stickers he no longer
wanted and gave them to Anna.
Now Seth has 11 stickers left. How
many stickers did Seth have to begin
with?
Vocabulary
Four 4
Five 5
Six 6
Seven 7
Eight 8
Nine 9
Add
Subtract
Putting together
Adding to
Taking apart
Taking from
Show
Model
Essential Question(s)
What is addition?
What is subtraction?
Essential Skills
I can describe greater than, less than, or equal to.
I can determine whether a group of 10 or fewer objects is greater than, less than, or equal to another group of 10 or fewer objects.
K.OA.1
Represent addition and subtraction with
objects, fingers, mental images, drawings,
sounds such as claps, acting out situations,
verbal explanations, expressions, or
equations. Drawings need not show
details, but should show the mathematics in
the problem. (This applies wherever
drawings are mentioned in the Standards.)
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Examples Questions
"I can show 2 + 3 by putting Show 3 + 5 two different ways. counters out and showing the total of 5".
"I can show 7 - 4 by having 7 Model 7 – 2 two different ways. students stand in a group and then have 4 students walk away".
Ohio Department of Education Model Curriculum Instructional Strategies and Resources
Provide contextual situations for addition and subtraction that relate to the everyday lives of kindergarteners. A variety of situations can be found in children’s literature books. Students then model the addition and subtraction using a variety of representations such as drawings, sounds, acting out situations, verbal explanations and numerical expressions. Manipulatives, like two-color counters, clothespins on hangers, connecting cubes and stickers can also be used for modeling these operations. Kindergarten students should see addition and subtraction equations written by the teacher. Although students might struggle at first, teachers should encourage them to try writing the equations. Students’ writing of equations in Kindergarten is encouraged, but it is not required.
http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Kindergarten_Math_Model_Curriculum_March2015.pdf.aspx
(Prior Grade Standard)
N/A
1.OA.1 (Future Grade Standard)
Use addition and subtraction within 20 to solve word problems involving
situations of adding to, taking from, putting together, taking apart, and
comparing, with unknowns in all positions, e.g., by using objects, drawings,
and equations with a symbol for the unknown number to represent the
problem.
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Ohio’s Learning Standards-Clear Learning Targets
Math, Kindergarten
Common Misconceptions
Students may over-generalize the
vocabulary in word problems and think
that certain words indicate solution
strategies that must be used to find an
answer.
They might think that the word more
always means to add and the words
take away or left always means to
subtract.
When students use the words take
away to refer to subtraction and its
symbol, teachers need to repeat
students’ ideas using the words minus
or subtract. For example, students use
addition to solve this Take from/Start
Unknown problem: Seth took the 8
stickers he no longer wanted and gave
them to Anna.
Now Seth has 11 stickers left. How
many stickers did Seth have to begin
with?
Vocabulary
Add
In All
Join
Are Left
Subtract
Take Away
Solve
Use
Essential Question(s)
How can I show addition?
How can I show subtraction?
Essential Skills
I can add and subtract within 10. (maximum sum and minuend is 10)
I can use objects/drawing to represent an addition and subtraction word problem.
I can solve addition and subtraction word problems within 10.
K.OA.2
Solve addition and subtraction problems
(written or oral), and add and subtract
within 10 by using objects or drawings to
represent the problem.
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Example Question
The student can consistently y
solve addition and subtraction and
word problems. ?
"
Ohio Department of Education Model Curriculum Instructional Strategies and Resources
Provide contextual situations for addition and subtraction that relate to the everyday lives of kindergarteners. A variety of situations can be found in children’s literature books. Students then model the addition and subtraction using a variety of representations such as drawings, sounds, acting out situations, verbal explanations and numerical expressions. Manipulatives, like two-color counters, clothespins on hangers, connecting cubes and stickers can also be used for modeling these operations. Kindergarten students should see addition and subtraction equations written by the teacher. Although students might struggle at first, teachers should encourage them to try writing the equations. Students’ writing of equations in Kindergarten is encouraged, but it is not required.
http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Kindergarten_Math_Model_Curriculum_March2015.pdf.aspx
(Prior Grade Standard)
N/A
1.OA.2 (Future Grade Standard)
Solve word problems that call for addition of three whole numbers whose sum
is less than or equal to 20 e.g., by using objects, drawings, and equations
with a symbol for the unknown number to represent the problem. Drawings
need not show details, but should show the mathematics in the problems.
(This applies wherever drawings are mentioned in the Standards.)
“Billy has 6 hats and Sally has 4 hats. Who has more? How many more?
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Ohio’s Learning Standards-Clear Learning Targets
Math, Kindergarten
Common Misconceptions
If students’ progress from working
with manipulatives to writing
numerical expressions and
equations, they skip using pictorial
thinking. Students will then be more
likely to use finger counting and rote
memorization for work with addition
and subtraction.
Counting forward builds to the
concept of addition while counting
back leads to the concept of
subtraction. However, counting is an
inefficient strategy. Teachers need to
provide instructional experiences so
that students’ progress from the
concrete level, to the pictorial level,
then to the abstract level when
learning mathematical concepts.
Vocabulary
Add
In All
Join
Are Left
Subtract
Take Away
Plus Sign +
Minus Sign −
Equals Sign =
Break apart
Put together
Equation
Decompose
Record
Essential Question(s)
How can addition help show a number in a different way?
Essential Skills
I can solve addition number sentences within 10.
I can decompose numbers less than or equal to 10 into pairs in more than one way.
I can record decomposition of a number within 10 by a drawing or written equation.
K.OA.3
Decompose numbers and record
compositions for numbers less than or
equal to 10 into pairs in more than one way
by using objects and, when appropriate,
drawings or equations.
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Example
Question
Seven can be 3 and 4, 5 The student can fluency and
and 2, 4 and 3, 7 and 1, 0 flexible thinking to decompose
and 7, . . ." any number from 1 to 10.
Ohio Department of Education Model Curriculum Instructional Strategies and Resources
Provide contextual situations for addition and subtraction that relate to the everyday lives of kindergarteners. A variety of situations can be found in children’s literature books. Students then model the addition and subtraction using a variety of representations such as drawings, sounds, acting out situations, verbal explanations and numerical expressions. Manipulatives, like two-color counters, clothespins on hangers, connecting cubes and stickers can also be used for modeling these operations. Kindergarten students should see addition and subtraction equations written by the teacher. Although students might struggle at first, teachers should encourage them to try writing the equations. Students’ writing of equations in Kindergarten is encouraged, but it is not required.
http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Kindergarten_Math_Model_Curriculum_March2015.pdf.aspx
(Prior Grade Standard)
N/A
1.OA.3 (Future Grade Standard)
Apply properties of operations as strategies to add and subtract. For example,
if 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative Property of
Addition.); to add 2 + 6 + 4, the second two numbers can be added to make a
ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative Property of Addition). Students
need not use formal terms for these properties.
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Ohio’s Learning Standards-Clear Learning Targets
Math, Kindergarten
number, e
Common Misconceptions
If students’ progress from working
with manipulatives to writing
numerical expressions and
equations, they skip using pictorial
thinking. Students will then be more
likely to use finger counting and rote
memorization for work with addition
and subtraction.
Counting forward builds to the
concept of addition while counting
back leads to the concept of
subtraction. However, counting is an
inefficient strategy. Teachers need to
provide instructional experiences so
that students’ progress from the
concrete level, to the pictorial level,
then to the abstract level when
learning mathematical concepts.
Vocabulary
Add
Plus Sign +
Equals Sign =
Ten
Equation
Find
Record
Essential Question(s)
How many more will make 10?
Essential Skill
I know that two numbers can be added together to make ten.
Using materials or representations, I can find the number that makes 10 when added to the given number for any number
from 1 to 9, and record the answer using materials, representations, or equations.
K.OA.4
For any number from 1 to 9, find the
number that makes 10 when added to the
given number, e.g., by using objects or
drawings, and record the answer with a
drawing or, when appropriate, an equation.
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Example Question
"I know it takes three more to make 7 into If you have 6, how many more do you
10. I can show that using 7 + 3 = 10, a ten need to make 10? Can you show me how
frame chart, and using groups of counters". you know?
Ohio Department of Education Model Curriculum Instructional Strategies and Resources
Create written addition or subtraction problems with sums and differences less than or equal to 10 using the numbers 0 to 10 and Table 1 on page 88 of the Common Core State Standards (CCSS) for Mathematics for guidance. It is important to use a problem context that is relevant to kindergarteners. After the teacher reads the problem, students choose their own method to model the problem and find a solution. Students discuss their solution strategies while the teacher represents the situation with an equation written under the problem. The equation should be written by listing the numbers and symbols for the unknown quantities in the order that follows the meaning of the situation. The teacher and students should use the words equal and is the same as interchangeably.
http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Kindergarten_Math_Model_Curriculum_March2015.pdf.aspx
(Prior Grade Standard)
N/A
1.OA.4 (Future Grade Standard)
Understand subtraction as an unknown-addend problem.
For example, subtract 10 – 8 by finding the number that makes 10 when
added to 8.
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Ohio’s Learning Standards-Clear Learning Targets
Math, Kindergarten
Fluently add and subtract within 5.
Common Misconceptions
If students’ progress from working with manipulatives to writing numerical expressions and equations, they skip using pictorial thinking. Students will then be more likely to use finger counting and rote memorization for work with addition and subtraction. Counting forward builds to the concept of addition while counting back leads to the concept of subtraction. However, counting is an inefficient strategy. Teachers need to provide instructional experiences so that students’ progress from the concrete level, to the pictorial level, then to the abstract level when learning mathematical concepts.
Vocabulary
Add
Subtract
Zero 0
One 1
Two 2
Three 3
Four 4
Five 5
Decompose
Essential Question(s)
How do I add and subtract within 5?
Essential Skill
I can QUICKLY and EASILY add and subtract any of the numbers from 0 to 5.
K.OA.5
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Example Question
"I can add and subtract within 5 Add 2 + 3 without counters.
quickly without external help or
counting in my head."
Ohio Department of Education Model Curriculum Instructional Strategies and Resources
Have students decompose numbers less than or equal to 5 during a variety of experiences to promote their fluency with sums and differences less than or equal to 5 that result from using the numbers 0 to 5. For example, ask students to use different models to decompose 5 and record their work with drawings or equations. Next, have students decompose 6, 7, 8, 9, and 10 in a similar fashion. As they come to understand the role and meaning of arithmetic operations in number systems, students gain computational fluency, using efficient and accurate methods for computing.
http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Kindergarten_Math_Model_Curriculum_March2015.pdf.aspx
(Prior Grade Standard)
N/A
1.OA.5 (Future Grade Standard)
Relate counting to addition and subtraction, e.g., by counting on 2 to add 2.
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Ohio’s Learning Standards-Clear Learning Targets
Math, Kindergarten
K.NBT.1
Common Misconceptions
Students have difficulty with ten as a
singular word that means 10 things.
For many students, the understanding
that a group of 10 things can be
replaced by a single object and they
both represent 10 is confusing.
Help students develop the sense of 10
by first using groupable materials then
replacing the group with an object or
representing 10.
Watch for and address the issue of
attaching words to materials and
groups without knowing what they
represent. If this misconception is not
addressed early on it can cause
additional issues when working with
numbers 11-19 and beyond.
Vocabulary
Ten 10
Eleven 11
Twelve 12
Thirteen 13
Fourteen 14
Fifteen 15
Sixteen 16
Seventeen 17
Eighteen 18
Nineteen 19
Compose
Decompose
Equation
Ones
Tens
Record
Tell
Show
Essential Question(s)
How can I show a number (11-19)?
What does a two-digit number (11-19) mean?
Essential Skill
I know that the numbers 11-19 represents a quantity.
I understand that numbers 11-19 are composed of 10 ones and one, two, three, four, five, six, seven, eight, or nine ones.
I can represent compositions or decompositions of 11-19 by a drawing or equation.
I can compose numbers 11-19 into 10 ones and some further ones using objects and drawings.
I can decompose numbers 11-19 into 10 ones and some further ones using objects and drawings.
K.NBT.1
Compose and decompose numbers from
11 to 19 into a group of ten ones and some
further ones by using objects and, when
appropriate, drawing or equations;
understand that these numbers are
composed of a group of ten ones and one,
two, three, four, five, six, seven, eight, or
nine ones.
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Example Question
"I know that 14 is a ten and four How can you make 17? Can you more. I can also show that with a show that with base-ten blocks? ten stick and 4 additional blocks."
Ohio Department of Education Model Curriculum Instructional Strategies and Resources
Kindergarteners need to understand the idea of a ten so they can develop the strategy of adding onto 10 to add within 20 in Grade 1. Students need to construct their own base-ten ideas about quantities and their symbols by connecting to counting by ones. They should use a variety of manipulatives to model and connect equivalent representations for the numbers 11 to19. For instance, to represent 13, students can count by ones and show 13 beans. They can anchor to five and show one group of 5 beans and 8 beans or anchor to ten and show one group of 10 beans and 3 beans. Students need to eventually see a ten as different from 10 ones.
http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Kindergarten_Math_Model_Curriculum_March2015.pdf.aspx
(Prior Grade Standard)
N/A
1.NBT.2 (Future Grade Standard)
Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
a. 10 can be thought of as a bundle of ten ones — called a “ten.”
b. The numbers from 11 to 19 are composed of a ten and one, two, three,
four, five, six, seven, eight, or nine ones.
c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three,
four, five, six, seven, eight, or nine tens (and 0 ones).
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Ohio’s Learning Standards-Clear Learning Targets
Math, Kindergarten
Common Misconceptions
Discourage the use of the words
bigger and smaller and ask the
students to use words appropriate to
the attributes they are measuring.
For length, objects are shorter and
longer and for weight heavier and
lighter.
Vocabulary
Height
Length
Weight
Shorter
Longer
Heavier
Describe
Compare
Explain Essential Question(s)
What do I know about this object?
What do I know about the size of this object?
Essential Skill
I know that objects have measurable attributes and know what they are called, such as length and weight.
I can describe an object using multiple attributes such as: width, height, length, weight, etc.
I can describe more than one measurable attribute of a single object.
K.MD.1
Identify and describe measurable attributes
(length, weight, and height) of a single
object using vocabulary terms such as
long/short, heavy/light, or tall/short.
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Example Question
Pick one block to describe for students so that "I could describe how long a book is students understand the task. Choose a cube to or how wide it is. I could also talk describe. (e.g. "All of the sides are the same
about how heavy it is." length.")
Ask student to choose a different block and describe it. (e.g. They might say, "This block has 2 long sides and 2 shorter sides.")
Can the student describe more than one attribute? Does the student only describe the length? Do they consider width or weight? (e.g. "It is heavier than the cube." or " If you line up 2 of these blocks, they are the same length as that block."
Ohio Department of Education Model Curriculum Instructional Strategies and Resources
Provide categories for students to use to sort a collection of objects. Each category can relate to only one attribute, like Red and Not Red or Hexagon and Not Hexagon, and contain up to 10 objects. Students count how many objects are in each category and then order the categories by the number of objects they contain.
http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Kindergarten_Math_Model_Curriculum_March2015.pdf.aspx
(Prior Grade Standard)
N/A
1.MD.1 (Future Grade Standard)
Order three objects by length; compare the lengths of two objects
indirectly by using a third object.
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Ohio’s Learning Standards-Clear Learning Targets
Math, Kindergarten
K.MD.2
Common Misconceptions
Discourage the use of the words
bigger and smaller and ask the
students to use words appropriate to
the attributes they are measuring.
For length, objects are shorter and
longer and for weight heavier and
lighter.
Vocabulary
Capacity
Holds Less
Holds More
Longer
Shorter
Heavier
Lighter
Taller
More of
Less of
Describe
Compare
Essential Understanding(s)
How are these two objects alike and different?
Essential Skills
I know the meaning of a variety of attributes.
I know that two objects can be compared using a particular attribute.
I can compare two objects and determine which has more or less of a measureable attribute to describe the difference.
K.MD.2
Directly compare two objects with a
measurable attribute in common, to see
which object has “more of”/”less of” the
attribute, and describe the difference. For
example, directly compare the heights of
two children and describe, one child as
taller/shorter.
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Example Question
I know when comparing two books that one might be longer or wider and also it could be heavier."
Ohio Department of Education Model Curriculum Instructional Strategies and Resources
Connect to other subject areas. For example, suppose that the students have been collecting rocks for classroom observation and they wanted to know if they have collected typical or unusual rocks. Ask students to discuss the measurable attributes of rocks. Lead them to first comparing the weights of the rocks. Have the class chose a rock that seems to be a “typical” rock. Provide the categories: Lighter Than Our Typical Rock and Heavier Than Our Typical Rock. Students can take turns holding a different rock from the collection and directly comparing its weight to the weight of the typical rock and placing it in the appropriate category. Some rocks will be left over because they have about the same weight as the typical rock. As a class, they count the number of rocks in each category and use these counts to order the categories and discuss whether they collected “typical” rocks.
http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Kindergarten_Math_Model_Curriculum_March2015.pdf.aspx
(Prior Grade Standard)
N/A
1.MD.2 (Future Grade Standard)
Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Ohio’s Learning Standards-Clear Learning Targets
Math, Kindergarten
Common Misconceptions
Vocabulary
Alike
Different
Shape
Size
Sort
Count
Classify
Category/Categorize Essential Question(s)
What groups can I make with these objects?
Why did I group objects together?
How many objects are in the group?
Essential Skills
I can recognize non-measurable attributes such as shape or color.
I can recognize measurable attributes such as length, weight, height.
I know what classify and sort means.
I know that a category is the group that an object belongs to according to a particular, selected attribute.
I understand one-to-one correspondence with ten or less objects.
I can classify objects into categories by particular attributes.
I can sort objects into categories then determine the order by number of objects in each category (limit category counts to be
less than or equal to ten).
K.MD.3
Classify objects into given categories;
count the numbers of objects in each
category and sort the categories by count.
The number of objects in each category
should be less than or equal to ten.
Counting and sorting coins should be
limited to pennies.
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Examples Questions
Show the student the collection of
"Given some shapes I can cubes. Say: I have a set of cubes. Sort
sort them into groups by these cubes by color.
color or shape." After the student has sorted the cubes
by color, say: Count the number of
cubes in each group. How many cubes
do you have in each group? Do you
have any groups that have the same
amount?” Prompt if needed: “Which groups have the same amount?”
Ohio Department of Education Model Curriculum Instructional Strategies and Resources
Provide categories for students to use to sort a collection of objects. Each category can relate to only one attribute, like Red and Not Red or Hexagon and Not Hexagon, and contain up to 10 objects. Students count how many objects are in each category and then order the categories by the number of objects they contain.
http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Kindergarten_Math_Model_Curriculum_March2015.pdf.aspx
(Prior Grade Standard)
N/A
1.MD.4 (Future Grade Standard)
Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Ohio’s Learning Standards-Clear Learning Targets
Math, Kindergarten
Common Misconceptions
Students many times use incorrect
terminology when describing shapes.
For example, students may say a cube
is a square or that a sphere is a circle.
The use of the two-dimensional shape
that appears to be part of a three-
dimensional shape to name the three-
dimensional shape is a common
misconception. Work with students to
help them understand that the two-
dimensional shape is a part of the
object but it has a different name.
Vocabulary
Above
Below
In Front Of
Behind
Beside
Next To
Square
Circle
Triangle
Rectangle
Hexagon
Cube
Cone
Cylinder
Sphere
Describe
Find
Identify
Location
Essential Question(s)
How can I describe a shape?
Where is the shape?
Essential Skills
I can describe objects in the environment using shape words.
I can describe positions such as above, below, beside, in front of, behind, and next to.
I can determine the relative position of 2- or 3-dimensional shapes within the environment, using the appropriate positional words to describe them.
K.G.1
Describe objects in the environment using
names of shapes, and describe the relative
positions of these objects using terms such
as above, below, beside, in front of, behind,
and next to.
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Examples Questions
"I can find many 'triangles' in Point to a rectangle in the
my classroom." classroom.
"I can tell my friends there is a
square above their head on the Place an x under the ball.
ceiling."
Ohio Department of Education Model Curriculum Instructional Strategies and Resources
Develop spatial sense by connecting geometric shapes to students’ everyday lives. Initiate natural conversations about shapes in the environment. Have students identify and name two- and three-dimensional shapes in and outside of the classroom and describe their relative position.
Career Connection
Provide students with real-work examples that demonstrate the use of shapes in various work places (e.g., circle wheels on a car, rectangle door on a house, triangle suspensions on a bridge). Students will identify the shapes within the context. Then, lead a discussion of careers related to the examples (e.g., architects, designers, engineers).
http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Kindergarten_Math_Model_Curriculum_March2015.pdf.aspx
(Prior Grade Standard)
N/A
1.G.1 (Future Grade Standard)
Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Ohio’s Learning Standards-Clear Learning Targets
Math, Kindergarten
Correctly name shapes regardless of their
orientations or overall size.
Common Misconceptions
Students many times use incorrect
terminology when describing shapes.
For example, students may say a cube
is a square or that a sphere is a circle.
The use of the two-dimensional shape
that appears to be part of a three-
dimensional shape to name the three-
dimensional shape is a common
misconception. Work with students to
help them understand that the two-
dimensional shape is a part of the
object but it has a different name.
Vocabulary
Circle
Rectangle
Hexagon
Triangle
Square
Cube
Cone
Cylinder
Sphere
Straight
Round
Side
Vertex
Two-dimensional
Three-dimensional
Shapes
Solids
Name
Identify
Describe
Essential Question(s)
What is a shape called?
Why do shapes have the same name, but look different?
Essential Skills
I can recognize that size does not affect the name of the shape.
I can recognize that orientation does not affect the name of the shape.
I can name shapes, regardless of orientation or size.
K.G.2
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Examples Question
Show the student a triangle. Ask: What
is the name of this shape? How do you
know that this is a triangle? Rotate the shape and repeat the questions.
Show the student a cube. Ask: What is
"I know a cylinder no the name of this solid? How do you
matter how you turn it or know that this is a cube? Show them a
color it." different size cube and repeat the
questions.
Ohio Department of Education Model Curriculum Instructional Strategies and Resources
Use a shape in different orientations and sizes along with non-examples of the shape so students can learn to focus on defining attributes of the shape.
Career Connection
Provide students with real-work examples that demonstrate the use of shapes in various work places (e.g., circle wheels on a car, rectangle door on a house, triangle suspensions on a bridge). Students will identify the shapes within the context. Then, lead a discussion of careers related to the examples (e.g., architects, designers, engineers).
http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Kindergarten_Math_Model_Curriculum_March2015.pdf.aspx
(Prior Grade Standard)
N/A
1.G.1 (Future Grade Standard)
Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Ohio’s Learning Standards-Clear Learning Targets
Math, Kindergarten
Identify shapes as two-dimensional (lying in a
plane, “flat”) or three-dimensional (“solid”).
Common Misconceptions
Students many times use incorrect
terminology when describing shapes.
For example, students may say a cube
is a square or that a sphere is a circle.
The use of the two-dimensional shape
that appears to be part of a three-
dimensional shape to name the three-
dimensional shape is a common
misconception. Work with students to
help them understand that the two-
dimensional shape is a part of the
object but it has a different name.
Vocabulary
Circle
Rectangle
Hexagon
Triangle
Square
Cube
Cylinder
Cone
Sphere
Two-dimensional
Three-dimensional
Shapes
Solids
Identify
Name
Label
Essential Question(s)
How do I know this object is two- or three-dimensional?
Essential Skills
I can define the difference between two- and three-dimensional shapes.
I can determine if an object is two-or three-dimensional.
K.G.3
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Examples Questions
"I can name triangles, squares, Show a collection of two-
circles, rectangles, and hexagons." dimensional and three-dimensional
shapes. Ask students to sort the objects into the categories “Two-
"I can name cubes, cones, cylinders, Dimensional” or “Three-
and spheres." Dimensional.”
Ohio Department of Education Model Curriculum Instructional Strategies and Resources
Use a shape in different orientations and sizes along with non-examples of the shape so students can learn to focus on defining attributes of the shape.
Career Connection
Manipulatives used for shape identification actually have three dimensions. However, Kindergartners need to think of these shapes as two- dimensional or “flat” and typical three-dimensional shapes as “solid.” Students will identify two-dimensional shapes that form surfaces on three- dimensional objects. Students need to focus on noticing two and three dimensions, not on the words two-dimensional and three-dimensional.
http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Kindergarten_Math_Model_Curriculum_March2015.pdf.aspx
(Prior Grade Standard)
N/A
1.G.2 (Future Grade Standard)
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Note: Students do not need to learn formal names such as “right rectangular prism.”)
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Ohio’s Learning Standards-Clear Learning Targets
Math, Kindergarten
Common Misconceptions One of the most common
misconceptions in geometry is the
belief that orientation is tied to
shape. A student may see the first of
the figures below as a triangle, but
claim to not know the name of the
second.
Students need to have many
experiences with shapes in different
orientations.
Another misconception is confusing
the name of a two-dimensional shape
with a related three- dimensional
shape or the shape of its face. For
example, students might call a cube a
square because the student sees the
face of the cube.
Vocabulary
Circle
Rectangle
Hexagon
Triangle
Square
Cube
Cylinder
Cone
Sphere
Roll
Stack
Slide
Vertices
Side
Base
Two-dimensional
Three-dimensional
Compare
Analyze
Describe
Essential Question(s)
How can I describe a shape?
How are these shapes the same or different?
Why are these shapes the same or different?
Essential Skills
I can identify attributes of shapes.
I can describe attributes of a variety of two- and three-dimensional shapes.
I can analyze and compare two- and three-dimensional shapes, in different sizes and orientations, describing their similarities, differences, and other attributes.
K.G.4
Describe and compare two- or three-
dimensional shapes, in different sizes and
orientations, using informal language to
describe their commonalities, differences,
parts, and other attributes.
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Examples Questions
Have each child select two 2-D shapes and share
with the group one way the two shapes are alike and one way they are different.
Have each child select two 3-D shapes and share
with the group one way the two shapes are alike
and one way they are different.
Ohio Department of Education Model Curriculum Instructional Strategies and Resources
Use shapes collected from students to begin the investigation into basic properties and characteristics of two- and three-dimensional shapes. Have students analyze and compare each shape with other objects in the classroom and describe the similarities and differences between the shapes. Ask students to describe the shapes while the teacher records key descriptive words in common student language. Students need to use the word flat to describe two-dimensional shapes and the word solid to describe three-dimensional shapes.
http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Kindergarten_Math_Model_Curriculum_March2015.pdf.aspx
(Prior Grade Standard)
N/A
1.G.2 (Future Grade Standard)
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Note: Students do not need to learn formal names such as “right rectangular prism.”)
When I compare a square and a triangle, I notice the number of 2-D shapes and the number of sides. When I compare a cylinder and a cone, I notice they both have round bases but the cylinder has two of them.
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Ohio’s Learning Standards-Clear Learning Targets
Math, Kindergarten
Common Misconceptions
Students do not understand that
two-dimensional shapes are “flat”
and three-dimensional shapes are
“solid”.
Vocabulary
Round
Rectangle
Side
Square
Straight
Triangle
Analyze
Compare
Create
Compose
Essential Question(s)
How can I show what a shape looks like?
Essential Skills
I can recognize and identify basic shapes in the real world.
I can draw shapes found in the environment.
I can construct shapes from components (e.g., sticks and clay balls).
Model shapes in the world by building
shapes from components, e.g., sticks and
clay balls, and drawing shapes. K.G.5
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Examples Questions
"When my teacher gives me Draw a cylinder.
toothpicks and gumdrops, I can
build a cube."
Draw a rectangle.
"When my teacher gives me toothpicks I can make a triangle.”
Ohio Department of Education Model Curriculum Instructional Strategies and Resources
The teacher and students orally describe and name the shapes found on a Shape Hunt. Students draw a shape and build it using materials regularly kept in the
classroom such as construction paper, clay, wooden sticks or straws.
http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Kindergarten_Math_Model_Curriculum_March2015.pdf.aspx (Prior Grade Standard)
N/A
1.G.2 (Future Grade Standard)
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Note: Students do not need to learn formal names such as “right rectangular prism.”)
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Ohio’s Learning Standards-Clear Learning Targets
Math, Kindergarten
Common Misconceptions
A misconception is confusing the
name of a two-dimensional shape
with a related three-dimensional
shape or the shape of its face. For
example, students might call a cube
a square because the student sees
the face of the cube.
Vocabulary
Round
Rectangle
Side
Square
Straight
Triangle
Order
Vertex
Analyze
Compare
Create
Compose
Combine
Essential Understanding(s)
How do smaller shapes make a bigger shape?
Why did these smaller shapes make this bigger shape?
Essential Skills
I can analyze how to put simple shapes together to compose a new or larger shape.
I can compose a new or larger shape using more than one simple shape.
K.G.6
Combine simple shapes to form larger
shapes.
Groveport Madison Local Schools Department of Curriculum and Instruction 2017
Examples Question
Ohio Department of Education Model Curriculum Instructional Strategies and Resources
Have students compose (build) a larger shape using only smaller shapes that have the same size and shape. The sides of the smaller shapes should touch and there should be no gaps or overlaps within the larger shape. For example, use one-inch squares to build a larger square with no gaps or overlaps. Have students also use different shapes to form a larger shape where the sides of the smaller shapes are touching and there are no gaps or overlaps. Ask students to describe the larger shape and the shapes that formed it.
http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Kindergarten_Math_Model_Curriculum_March2015.pdf.aspx
(Prior Grade Standard)
N/A
1.G.2 (Future Grade Standard)
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Note: Students do not need to learn formal names such as “right rectangular prism.”)
When I put two squares together side by side, it looks just like a square.
Give the student 2 rectangles. Say: Join these two rectangles to make a square. When the student is finished, ask: How do you know that this new shape is a square?